vladimer fs3

8/9/2019 vladimer fs3

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FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT

Legal Foundation

CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 200 !or t"e purpose o!

rat#onal#$#ng t"e undergraduate tea%"er edu%at#on #n t"e %ountr& to 'eep pa%e w#t" t"e demands o! global

%ompet#eness. t #s #n a%%ordan%e w#t" t"e pert#nent pro#s#ons o! Republic Act No. 7722 , t"e H#g"er

Edu%at#on *%t o! 100. CMO 30 embod#es t"e pol#%#es and standards !or t"e undergraduate tea%"er

edu%at#on %urr#%ulum.

*rt#%le +. Se%.13 o! CMO 30 states t"at, !#eld stud& %ourses are #ntended to pro#de students w#t"

pra%t#%al learn#ng e-per#en%es #n w"#%" t"e& obsere, er#!&, re!le%t on, #n a%tual s%"ool sett#ngs. "e

e-per#en%es w#ll be g#en w#t" !#eld obserat#on and graduall& #ntens#!& unt#l students underta'e pra%t#%e

tea%"#ng./

T!eo"eti#al Foundation

"#s wor'boo' ad"eres to t"e +&gots'#an pr#n%#ple o! so%#al %onstru%t#on o! 'nowledge, mean#ng!ullearn#ng and %onstru%t#on o! 'nowledge w#ll o%%ur #! learners wor' "andson #n releant sett#ngs and w#t" t"e

proper gu#dan%e. Complementar& to +&gots'&s t"eor& #s *lbert anduras So%#al earn#ng "eor&. andura

*sserted t"at learn#ng ta'es pla%e not onl& t"roug" #m#tat#on but also obserat#on. 4e%entl&, t"e S#tuated

earn#ng "eor& re#terated +&gots'&s and anduras #ews. t emp"as#$e t"e 'nowledge needs to be

presented #n an aut"ent#% %onte-, sett#ngs and appl#%at#ons t"at would normall& #nole t"at 'nowledge5 and

t"at, learn#ng re6u#res so%#al #ntera%t#on and %ollaborat#on. "e !#eld stud& e-per#en%e #s geared towards

e-a%tl& t"#s, to g#e preser#%e tea%"ers t"e opportun#t& to learn t"roug" mean#ng!ul and s&stemat#%

e-posure #n a%tual sett#ngs.

*not"er #mportant t"eoret#%al bas#s o! t"#s !#eld stud& e-per#en%e #s reflective education. 7o"n

Dewe& stressed t"e #tal role t"at re!le%t#on pla&ed #n t"e growt" and deelopment o! tea%"ers. 4e!le%t#on

allows t"e learner e-plore "#s8"er e-per#en%es #n order to arr#e at new understand#ngs or #ns#g"ts. t ma&

be done #nd##duall& or t"roug" s"ar#ng and d#s%uss#on w#t" ot"ers.

4amasam& (2002), #n "#s re#ew o! l#terature on re!le%t#e pra%t#%e "#g"l#g"ted t"e !ollow#ng9 :olb

(1;ust

"a#ng an e-per#en%e does not ne%essar#l& mean t"at learn#ng "as o%%urred. "e #mportant !a%tor w"#%"%an turn raw e-per#en%e #nto learn#ng #s t"e pro%ess o! re!le%t#on./ rown and M%.Cartne& (1;;;) po#nt out

t"at re!le%t#on on bot" t"e %ontent and t"e pro%ess o! learn#ng "elp learners ?moe towards and sta& w#t"#n

a deep approa%" to learn#ng. "roug"out t"e wor'boo', re!le%t#on #s an #ntegral %omponent and #s used to

%on%lude ea%" learn#ng ep#sode.

Prelim and Midterm Page 1


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A$$"oa#! to Field Stud%

"e approa%" ta'en #n t"#s wor'boo' #s o! %ourse der#ed !rom #ts t"eoret#%al underp#nn#ngs.

@e use t"e a%ron&m O*4 to represent t"e general %&%l#%al pattern o! t"e tas's t"at pre ser#%e tea%"ers

are e-pe%ted to do #n t"e d#!!erent learn#ng ep#sodes. *!ter t"e Aoal8arget and t"e map are g#en per

ep#sode, t"e& w#ll bas#%all&, Obsere #n a%tual sett#ng or Or%"estrate a plan, or Organ#$e an output. "e& w#ll

t"en Anal&$e8S&nt"es#$e t"e e-per#en%e, and Re!le%t on t"e e-per#en%e.

O&e"'ation #n a%tual sett#ng #s meant !or t"e BS students to tra#n t"e#r senses to reall& !o%uson #mportant deta#ls o! t"e learn#ng s#tuat#on and per%e#e t"em w#t" %lar#t& and ob>e%t##t&. t enta#ls t"at

students learn to d#!!erent#ate ma'#ng an obserat#on and #nterpret#ng t"e obserat#on.

Anal%iinoles t"e use o! %r#t#%al t"#n'#ng to brea'down t"e %omponents o! w"at was obsered,or%"estrated or organ#$ed. Burt"er on #t w#ll also #nole t" ab#l#t& to s&nt"es#$e,,, to organ#$e #nto a %o"erent

pattern t"e sal#ent po#nts o! w"at one "as anal&$ed and learned.

Re(e#tion#noles t"e past, t"e present and t"e !uture o! t"e !#eld stud& student. n l#g"t o! ea%"!#eld e-per#en%e ep#sode, t"e B#eld Stud& students re!le%t on releant past e-per#en%es t"at m#g"t "ae

a!!e%ted t"e#r bel#e!s, alues and att#tudes about learn#ng. "e students also re!le%t on "ow ea%" ep#sode #s

a!!e%t#ng t"e#r present t"#n'#ng and !#nall&, "ow t"e#r learn#ng w#ll #mpa%t on t"e#r !uture as tea%"ers. "#s

allows !or #ntegrat#on o! t"e !uture tea%"er as !#rst and !oremost a person w#t" bel#e!s, alues and att#tudes.

"e !ru#ts o! re!le%t#on t"en a!!e%t subse6uent obserat#on and anal&s#s, t"us ma'#ng t"e model

%&%l#%al.

"#s approa%" answers #n part to t"e %"allenge o! deelop#ng a!!e%t#e me%"an#sms !or t"e

E-per#ent#al earn#ng Component o! reSer#%e ea%"er Edu%at#on/. t moes awa& !rom t"e old #ew t"at,

ea%"er deelopment #s s#mpl& #n!ormat#onal5 t"at #t onl& #noles pro#d#ng new and updated te%"n#%al

'nowledge !or tea%"ers/. t ad"eres to t"e new CS parad#gm t"at, tea%"er deelopment #s

trans!ormat#onal, e-per#ent#al, and %onte-tual5 #t #noles engag#ng tea%"ers to %r#t#%all& re!le%t on old and

new te%"n#%al 'nowledge as t"ese !a%#l#tate student learn#ng #n a%tual %onte-t./

"roug" t"e s#- !#eld stud& %ourses, t"e students w#ll "ae repeated e-posure and pra%t#%e #n

re!le%t#e tea%"#ng. "e end goal #s !or t"em to #mb#be re!le%t#e tea%"#ng t"at #t be%omes se%ond nature tot"em.



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Field tud% 3 ) SU*+ECT Mat"i,

SU*+ECT

TITLE

DOMAIN COM-ETENCIES UNIT

B#eld Stud& 3

e%"nolog& #n t"e

earn#ng

En#ronment

Curr#%ulum dent#!#es and %lass#!#es resour%es t"at !a%#l#tate

tea%"#ng and learn#ng pro%esses.

*ppra#ses t"e e!!e%t#eness o! d#spla&s as learn#ng

resour%es

Des#gns a bullet#n board d#spla&

Determ#nes t"e appropr#ateness o! tea%"#ng a#ds to

learn#ng tas's

repares #nstru%t#onal mater#als t"at areappropr#ate to t"e learn#ng %ontent

Deelops and ut#l#$es mater#als w"#%" #noles

students #n mean#ng!ul learn#ng

4e%ogn#$es strengt"s and wea'nesses o! sl#de

presentat#ons #n !a%#l#tat#ng tea%"#ng learn#ng

pro%esses.

1



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SUGGESTED GUIDELINES FOR FIELD STUDY

STUDENTS

"ese set o! gu#del#nes are suggested to "elp preser#%e students #n t"e su%%ess!ul %ondu%t o!

t"e#r !#eld stud#es. Ea%" E s"all address some #nst#tut#onal pe%ul#ar#t#es t"at are not %oered #n t"#s

gu#del#ne.

1. B#eld Stud& students are re6u#red to a%%ompl#s" su%%ess!ull& a%t##t#es #n at least 1= "ours !or eer&

semester #n eer& !#eld stud& %ourse to earn a 1 un#t %red#t.

2. B#eld Stud& a%t##t#es s"ould be under t"e super#s#on o! t"e B#eld Stud& Ba%ult& o! t"e E #n

%ollaborat#on w#t" t"e B#eld Stud& Cooperat#ng S%"ools.

3. B#eld Stud& student s"all se%ure appropr#ate B#eld Stud& perm#ts and undergo or#entat#on8 br#e!#ng

be!ore "e8s"e deplo&ed #n %ooperat#ng s%"ools.

. Ea%" B#eld Stud& student s"all se%ure a B#eld Stud& oteboo' !or ea%" %ourse.

F. B#eld Stud& Student s"all wear o!!#%#al s%"ool un#!orm dur#ng t"e !#eld stud& #n %ooperat#ng s%"ools

G. B#eld Stud& student s"all demonstrate personal 6ual#t#es t"at re!le%t a good #mage o! a tea%"er. "e

6ual#t#es #n%ludes as %ourtes&, respe%t, "onest&, d#l#gen%e, openm#ndedness, %r#t#%al t"#n'#ng and

ot"ers w"#le do#ng !#eld stud&.

=. B#eld Stud& student s"all demonstrate proper be"a#or #n t"e presen%e o! t"e learners , tea%"ers,

s%"ool personnel, adm#n#strat#on and parents.


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Cred#t9 1 un#t

Durat#on9 1="ours

Course Description

"#s %ourse #s des#gned to pro#de students e-per#en%es #n deelop#ng and ut#l#$#ng appropr#ate

te%"nolog& to !a%#l#tate learn#ng. #t s"all also pro#de e-posure and "andson opportun#t#es #n t"e use o!

n!ormat#on and Commun#%at#ons e%"nolog& (C).

B#eld Stud& 3 %an be an%"ored on t"e !ollow#ng ro!ess#onal Edu%at#on sub>e%ts9

1. Edu%at#onal e%"nolog& 12. Edu%at#onal e%"nolog& 2

General Objectives

1. Sele%t t"e tea%"#ng mater#als t"at best su#t t"e needs o! t"e learners52. *ppl& t"e pr#n%#ples o! deelop#ng #nstru%t#onal mater#als53. Deelop and ut#l#$e #nstru%t#onal mater#als appropr#ate to a %"osen sub>e%t area.

SUGGESTED AT!"!T!ES

#OUS S$E!#! TAS%S &EARN!NG

E"!DENE

DO'A!N O'$ETEN!ES($ER#OR)

'ANE !ND!ATORS

T*e Sc*ool+&earnin-

Reource

Epiode Na/e and Tell

Ma'e an O%ular #s#t to

t"e learn#ng resour%e

%enter o! s%"ool(Med#a

%enter, *+4, %omputer

room, l#brar&, #nternet

!a%#l#t#es, resour%e %enter.

Ma'e an #nentor& o! #tsaa#lable learn#ng

resour%es

Class#!& t"em a%%ord#ng

to t"e#r !un%t#ons and

%"ara%ter#st#%s

*n #nentor&

and

%lass#!#%at#on

o! earn#ng

4esour%es

Curr#%ulu

m

dent#!#es and %lass#!#es resour%est"at !a%#l#tate tea%"#ng and

earn#ng pro%esses.

Creates "ealt"& ps&%"olog#%al

%l#mate !or learners.



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0ulletin 0oard

Dipla1

Utiliation of

Teac*in- Aid

Epiode 2

'1 !ni-*t and

0oardor4

oo' around a s%"ool !or

bullet#n oard D#spla&s

Ealuate t"e d#spla&s.

ropose en"an%ement toma'e t"e d#spla& more

e!!e%t#e.

Epiode 3

SEE AND SA5

Obsere a %lass on #tsregular s%"edule

ote down t"e ar#ous

tea%"#ng a#ds t"at were

ut#l#$ed #n t"e tea%"#ng

learn#ng pro%esses

Comment on t"e

appropr#ateness o! t"e

tea%"#ng a#ds to t"e

learn#ng tas's.

*n ealuat#on

report on

#ewed bullet#n

board

d#spla&s.

* proposed

bullet#n boarddes#gn

en"an%ement

* l#st o!

ea%"#ng *#dswere ut#l#$ed

Comments on

t"e

appropr#atene

ss o! t"e

learn#ng tas's

Curr#%ulu

m

Curr#%ulu

m

*ppra#se t"e e!!e%t#eness o!

D#spla&s as learn#ng resour%e.

Des#gn a ullet#n oard D#spla&s.

Determ#nes appropr#ateness o!

tea%"#ng a#ds to learn#ng tas's.



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!

*t t"e end o! t"#s a%t##t&, &ou w#ll be %ompetent #n #dent#!ng and %lass#!ng resour%es t"at !a%#l#tate

tea%"#ng and learn#ng pro%esses.

t w#ll be an #nterest#ng >ourne& to t"e world o! edu%at#onal te%"nolog&. * %"an%e to #s#t and obsere a

learn#ng resour%e %enter o! a s%"ool w#ll start &ou o!!.

Bor t"#s pro%ess, e-plore t"e world t"roug" t"ese steps9

Prelim and Midterm Page "

pisode 1

HE SCHOOS E*4A 4ESO4CE CEE4

!ame o# $% student

&ear'Course Date

(esource )eac*er %ignature

Cooperating %c*ool

You" Ta"get

You" Ma$


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1. +#s#t a s%"ools learn#ng resour%e %enter, loo' around and see w"at resour%es and !a%#l#t#es are

aa#lable #ns#de.

2. *s' t"e learn#ng resour%e %enter #n%"arge about "ow some e6u#pment or !a%#l#t#es are used.

3. Ma'e an #nentor& o! #ts aa#lable resour%es and %lass#!& t"em a%%ord#ng to t"e#r %"ara%ter#st#%sand !un%t#ons.

. @r#te down a br#e! re!le%t#on o! &our e-per#en%e

T*e Sc*ool &earnin- Reource enter

.

Prelim and Midterm Page +


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LEARNING RESOURCE CENTER O*SERVATION

RE-ORT

S#!ool O&e"'ed: -ag&ilao Cent"al Ele.enta"%

S#!ool /-CES0

Lit o1 A'aila&le Lea"ning Reou"#e in t!ei"Li&"a"% and Co.$ute" Cente"

Na/e of center oberved6 Date of Obervation6Na/e of Oberver6oure(5ear(Sc*ool6

Available &earnin- Reource$rint Reource9

Prelim and Midterm Page ,


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*aracteritic and Uni8ue apabilitie

"e boo' age appropr#ate, relat#el& new and was used b& a good number o! students !or t"e#r stud#es.

"e en%&%loped#a #s #ns#de t"e %ab#net and use!ul not onl& !or t"e students but also !or t"e tea%"er.

Teac*in- Approac*e *ere t*e Reource i 'ot Ueful

"e boo's are ma#nl& !or resear%" purposes o! t"e students !or t"e#r ass#gnments #n %lass.

Audio Reource6

Prelim and Midterm Page 1-


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"e tele#s#on was #n good %ond#t#on and wor'#ng well as well as t"e spea'ers. t #s not t"at b#g enoug"

!or a b#g %rowd o! students to use #n !#lm s"ow#ng to %learl& see t"e #mages t"at would be s"own and t"e

spea'ers #s also use!ul w"#%" #s lo%ated #ns#de t"e#r %lassroom


t %ould be used on !#lm s"ow#ng #n part#%ular w#t" S%#en%e and S#b#'a at :ultura !or t"em to reall&

#sual#$e and #nternal#$e t"e lesson be%ause we %annot erase t"e !a%t t"at t"e& %an learn best t"roug"

t"e use o! t"e#r !#e senses espe%#all& t"e sense o! "ear#ng and see#ng8s#g"t..

Non)electronic viual reource6



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"e nonele%tron#% #sual resour%es l#'e globe and t"e#r maps are st#ll #n good %ond#t#on desp#te be#ng

used w#del& b& t"e students #n t"e#r S#b#'a at :ultura %lass. *s &ou %an see t"e map #s #n t"e %enter o! t"e

bla%'board and t"e globe #s #n t"e r#g"t %orner #n !ront o! t"e %lassroom.


"e globe and t"e map are used #n t"e#r S#b#'a at :ultura %lass as an #nstru%t#onal tool. *nd t"e %"arts

are used onl& eer& t#me t"e tea%"er d#d ealuat#on or s"all sa& eer& t#me t"ere #s a 6u#$ !or t"e %lass.

!T Reource6



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T*e ecurit1 Guard of $ES on+t let /e enter but *e let /e ta4e o/e

picture *e told /e t*at ! don+t *ave a per/iion to enter. ! a/ o

t*an4ful for *i cooperation.



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"e %omputers are de!#n#tel& new and st#ll #n good %ond#t#on. "e pro>e%tor #n t"e %e#l#ng was %are!ull&

atta%"ed and st#ll wor' l#'e a new one. "e most ama$#ng o! all, t"e #ntera%t#e w"#le board t"at #s tou%"s%reen #n nature b& us#ng &our "and or b& a st&lus (loo's l#'e an ord#nar& pen) and %ould be also

%ontrolled b& anot"er %omputer.


"e %omputers and also t"e #ntera%t#e "ae preprogrammed lessons on sub>e%ts l#'e Engl#s", S%#en%e

and Mat"emat#%s w"#%" "elps. t #n%ludes t"e le%ture b& us#ng dramat#$at#on and an ealuat#on test a!ter

ea%" lesson t"at "as been d#s%ussed.

!/preion6"e s%"ool t"at e been obsered are d##ded #n to t"ree namel& agb#lao East Elementar& S%"ool ne-t #s agb#la

Elementar& S%"ool, lastl& #s agb#lao Central Elementar& S%"ool (CES). %ondu%ted an #nter#ew w#t" t"e %areta'

person #n%"arge o! t"e s%"ool as a w"ole. He told me t"at *ll o! t"em "as a er& sop"#st#%ated gadget l#'e t"e #nte

w"#teboard w"#%" would be o! great "elp !or t"e students as well to t"e tea%"ers w"o %ould tea%" t"e#r lessons eas

us#ng t"at '#nd o! #nstru%t#onal a#ds #n a part#%ular sub>e%ts w"#%" #s aa#lable on t"e#r s%"ool. "e l#brar& was lo%ate

CES and also t"e& "ae a good number o! aa#lable learn#ng resour%es w"#%" are st#ll releant to t"e needs o! t"e

students and t"e tea%"ers and at t"e same t#me #t #s also %ongruent to t"e %urr#%ulum. Hope!ull&, w"en t"e& do "a

budget, t"e& would obta#n more %omputer un#ts be%ause t"e G un#ts o! %omputer #s not enoug" to susta#n t"e needs

students and #s not t"at proport#onate to t"e number o! students .

was #mpressed to #ntera%t#e w"#teboard t"at t"e& are us#ng !or tea%"#ng. t #s atta%"ed to t"e wall o! EC*SS4O

"e& too' good %are o! t"e sa#d gadget.

ame and S#gnature o! t"e Obserer9IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

ame and S#gnature o! t"e earn#ng 4esour%e Center n%"arge9IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII



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ANA&5S!S

1. @ere t"e learn#ng resour%es8 mater#als arranged properl& a%%ord#ng to t"e#r !un%t#ons and

%"ara%ter#st#%sJ

*t CES t"e learn#ng resour%es8 mater#als are arranged properl& a%%ord#ng to t"e#r !un%t#ons, alt"oug" t"e&

were ass#gned to d#!!erent areas. *s#de !rom be#ng organ#$ed, t"e& "ae a s&stem to be !ollowed be!ore

us#ng t"e learn#ng resour%es mater#als. "e& too' good %are o! su%" gadgets and pr#nted mater#als

#n%lud#ng t"e aud#o and onele%tron#% mater#als w"#%" pro#de t"e pup#ls a better learn#ng e-per#en%e

towards t"e real#$at#on o! a part#%ular sub>e%t matter.

2. Do t"e gu#del#nes and pro%edures !a%#l#tate eas& a%%ess to t"e mater#als b& t"e tea%"ersJ @"&J

@"& notJ

Kes, t"e gu#del#nes are prett& mu%" s#mple and t"e tea%"ers %an eas#l& a%%ess t"e mater#als be%ause t"e

#n %"arge o! t"e !a%#l#t#es #s alwa&s around but t"eres a s&stem t"at #t s"ould be approe !#rst b& t"e

r#n%#pal be!ore a tea%"er %an use and a%%ess.

3. @"at are t"e strengt"s o! t"#s earn#ng resour%e CenterJ

"e l#brar& and t"e E%lassroom were t"e learn#ng resour%e %enter o! CES. One good t"#ng about #t #s t"at

t"e earn#ng resour%e %enter #s er& use!ul !or t"e pup#ls but unl#'e t"e l#brar& t"e EClassroom were not

alwa&s open. "e& "ae arranged s%"edule well so t"at t"e& %an a%%ommodate E%lassroom users

an&t#me o! t"e da&. *s#de !rom t"#s, t"e l#brar& also "as a good number o! boo's and en%&%loped#a t"at t"e



16/34


students %an use. t #s well %ared !or t"e bene!#t o! t"e student t"at uses t"e !a%#l#t#es !or longer use o! t"e

ne-t generat#on.

. @"at are #ts wea'nessesJ

"e l#brar& #s #n t"e %orner o! t"e sa#d s%"ool. would sa& t"at one o! t"e wea'nesses o! t"e l#brar& #s t"eso%alled room temperature espe%#all& dur#ng sunn& da&s. "ae not#%ed t"at t"eres no ele%tr#% !an #ns#de

t"e l#brar& and t"e w#ndows are not so b#g enoug" to enter su%" a#r !rom t"e outs#de. t also needs better

l#g"t#ng espe%#all& dur#ng %loud& and ra#n& da&s and better ent#lat#on on warm and "um#d da&s. *lso t"e

number o! students t"at would be a%%ommodated b& t"e l#brar& #s not t"at good, ma-#mum o! 101F

students %ould be t"ere to read.

F. @"at suggest#ons %an &ou ma'eJ

@"en !#nan%e %an su!!#%e, #t would be better to add more l#g"t#ng !#-tures and ent#lat#on to t"e l#brar&. also

suggest t"at at least two ele%tr#% !ans %ould be #ns#de !or t"e students ma& !eel at ease or %om!ortable w"#le

sear%"#ng and read#ng su%" mater#als t"e& needed t"e most.

RE#&ET!ONS

. 9*ic* of t*e /aterial in t*e learnin- reource cau-*t 1our interet t*e /ot: 9*1:

"e ntera%t#e @"#teboard w"ere#n as we all 'now t"at '#nd o! gadget #s e-pens#e. *nd t"at '#nd o!

#nstru%t#onal mater#al #s aa#lable #n our town t"at students %ould e-per#en%e t"at '#nd o! "#g" te%"nolog&

mater#al not >ust sur!#ng #t on t"e #nternet !or t"em to 'now w"at #s #t and "ow #t wor's. t also eases t"e

tea%"ers w"en t"e& do "ae lessons #n S%#en%e and Mat"emat#%s be%ause t"ere were aa#lable a%t##t#es

and #sual a#ds programmed !or t"e lessons t"at t"e& would tea%".

2. 9*ic* -ad-et( /aterial are 1ou alread1 confident to ue( operate:

*mong t"e gadgets t"at am %on!#dent to use are t"e %omputer and #ts pro>e%tor !or owero#nt

presentat#on w"#%" reall& l#'e to do so.

3. 9*ic* one do 1ou feel 1ou need to learn about:

*lt"oug" am %on!#dent t"at %an use t"e %omputer as an #nstru%t#onal tool, de!#n#tel& would l#'e to

learn on "ow to operate t"e #ntera%t#e w"#teboard be%ause was ama$ed w"en saw #t and w"at would be

t"e !eel#ng #! would use t"at #n report#ng and #n tea%"#ng. ot l#'e t"e %omputer and t"e pro>e%tor w"en &ou

use #t, t"at #nstru%t#onal mater#al #t %ant "ae an& d#re%t #ntera%t#on w#t" t"e aud#en%e but t"e #ntera%t#e

w"#teboard be%ause o! #t #s tou%" s%reen #n nature so #ntera%t#on would be en%ourage to t"e ma-#mum.

;. Read about an article 1our aner in nu/ber 3.$ate of a cop1 of it *ere.



17/34


!nteractive 9*iteboard En*ance laroo/ !ntruction and &earnin-

*lt"oug" t"e !#rst #ntera%t#e w"#teboard was released #n 1;;1, onl& #n t"e last seeral &ears "ae

w"#teboards be%ome a must"ae tool #n :12 %lassrooms. ew emp"as#s on deelop#ng 21st %entur& s'#lls

!or students, t"e re6u#rement !or edu%ator pro!#%#en%& #n te%"nolog&, and resear%" do%ument#ng #n%reased

learn#ng w#t" t"e use o! #ntera%t#e w"#teboards "ae spurred #ts adopt#on.

Bundamentall&, an #ntera%t#e w"#teboard %omb#nes a dr& erase w"#teboard w#t" an CD pro>e%tor and #s

usuall& mounted on a wall or !loor stand. owered b& eas&touse so!tware, t"e w"#teboard be%omes a

%omputer s%reen #ewable b& an ent#re %lassroom. "e pro>e%tor pro>e%ts t"e %ontent !rom a %omputer onto

t"e sur!a%e o! t"e board w"#le t"e tea%"er %ontrols t"e %ontent e#t"er w#t" a po#nter or a tou%" o! t"e "and

#nstead o! a 'e&board and mouse. "e %omb#nat#on o! so!tware w#t" t"e pro>e%tor results #n mu%" more

t"an s#mpl& a pro>e%ted #mage.

*n&t"#ng t"at %an be done on a %omputer mon#tor, %an be repl#%ated on t"e #ntera%t#e w"#te board. *

tea%"er %an %reate engag#ng lessons t"at !o%us on one tas' su%" as a mat%"#ng a%t##t& w"ere studentsuse e#t"er t"e#r !#ngers or a pen to mat%" #tems. *not"er tea%"er m#g"t #ntegrate mult#ple #tems #nto a lesson

plan su%" as webs#tes, p"otos, and mus#% t"at students %an #ntera%t w#t", respond to erball& or een wr#te

%omments on t"e board #tsel!. mage s#$e and pla%ement %an %"ange w#t" a s#mple tou%" to t"e s%reen.

"#s te%"nolog& ma'es t"e one%omputer %lassroom a wor'able #nstru%t#onal model. mag#ne ta'#ng a %lass

on a p"oto sa!ar# to *!r#%a %omplete w#t" embedded #deos, an#mal sounds and mapp#ng so!tware.

4esear%" "as repeatedl& demonstrated t"at students learn better w"en t"e& are !ull& engaged and t"at

mult#sensor&, "andson learn#ng #s t"e best wa& to engage t"em. ntera%t#e w"#teboards !a%#l#tate

mult#sensor& learn#ng w"et"er #t #s a %ollaborat#on e-er%#se !or mat" problem sol#ng or a Aoogle Eart" tour

o! t"e *ma$on ra#n!orest.

n September 200e%ts and presentat#ons

+#rtual !#eld tr#ps

4e%orded lessons t"at %an be used b& subst#tute tea%"ers

Do%umentat#on o! student a%"#eement

Prelim and Midterm Page 1"


18/34


"ere are now man& #ntera%t#e w"#teboard %ompan#es to %"oose !rom, and most !eature #deo, #mage, and

lesson l#brar#es. Here are some o! t"e lead#ng brands9

SM*4 #ntrodu%ed t"e !#rst #ntera%t#e w"#teboard #n 1;;1 and #t #s t"e worlds bestsell#ng #ntera%t#e

w"#teboard. * leader #n #ntrodu%#ng tou%" te%"nolog& #nto t"e %lassroom, SM*4 boards allow tea%"ers to

a%%ess G,G00 learn#ng ob>e%ts and %ustom#$able lesson plans."ttp988smartte%".%om8

romet"ean now o!!ers an #ntegrated s&stem t"at pa%'ages t"e #ntera%t#e w"#te board, earner 4esponse

S&stem, lesson des#gn and del#er& so!tware and onl#ne support and pro!ess#onal

deelopment."ttp988www.promet"eanworld.%om8

M#m#o #s a s&stem t"at %reates an #ntera%t#e w"#teboard out o! a standard w"#teboard. Bor d#str#%ts t"at are

trng to manage t#g"t budgets and alread& own w"#teboards, M#m#o #s a good opt#on. t also #n%ludes onl#ne

tra#n#ng and %ert#!#%at#on."ttp988www.m#m#o.d&mo.%om

umon#%s !eatures ele%tromagnet#% te%"nolog& and a mult#med#a pen to ut#l#$e a !ull range o! %ross

%urr#%ular a%t##t#es and tra#n#ng. "e#r webs#te,"ttp988www.#ntera%t#ew"#teboards.%om8, o!!ers t"e !ollow#ng

resear%" stat#st#%s9

* stud& b& t"e n#ers#t& o! @#s%ons#n %on!#rmed t"at us#ng #sual a#ds #mproed learn#ng up to 200L.

Harard and Columb#a n#ers#t#es !ound t"at student retent#on #s #mproed up to 3e%ts #s redu%ed b& 2FL to 0L.

enstru%t#ons newest produ%t o!!er#ng, nterwr#te @or'spa%e, #n%ludes more t"an ,000 d#g#tal, :20tea%"#ng resour%es !rom mat" to language arts and s%#en%e. ubl#s"er#ndependent, nterwr#te

@or'spa%e #n%ludes F0 tools to %reate, d#spla&, organ#$e, re%ord and s"are tea%"#ng

mater#als."ttp988www.e#nstru%t#on.%om8

ols#ons eno board %an be used as a trad#t#onal mar'er board, a magnet#% board, or an #ntera%t#e w"#te

board w#t" no plugs or %ables. t prom#ses t"e lowest total %ost o! owners"#p !or s%"ools and d#str#%ts

loo'#ng !or t"e most a!!ordable #ntera%t##t&. "ttp988www.pols#on.%om8

E* member C"ad e"man o! Hora%e Mann Elementar& S%"ool #n @est *ll#s, @#s%ons#n, "as seen a

mar'ed #n%rease #n student attent#eness and engagement s#n%e "#s d#str#%t began #ntegrat#ng #ntera%t#e

w"#te boards #nto elementar& %lassrooms. *s "#s s%"ools med#a spe%#al#st and te%"nolog& %oord#nator,

e"man re#ewed t"e d#str#%ts te%"nolog& plan w"#%" re%ommended bot" SM*4 and M#m#o. *lt"oug"

SM*4 "ad a mu%" larger user %ommun#t&, "e %"ose M#m#o be%ause #t was more a!!ordable and portable

w"ereas SM*4 boards are mounted on walls.

"e down s#de to %"oos#ng M#m#o #s t"at t"e& "ae !ewer so!tware and lesson resour%es,/ e"man stated.

Our d#str#%t "as #nested "ea#l& #n %omputers, #deo e6u#pment and CD pro>e%tors, so M#m#o #s er&

Prelim and Midterm Page 1+
http://smarttech.com/http://smarttech.com/http://www.prometheanworld.com/http://www.mimio.dymo.com/http://www.mimio.dymo.com/http://www.interactivewhiteboards.com/http://www.interactivewhiteboards.com/http://www.interactivewhiteboards.com/http://www.einstruction.com/http://www.einstruction.com/http://www.polyvision.com/http://www.prometheanworld.com/http://www.mimio.dymo.com/http://www.interactivewhiteboards.com/http://www.einstruction.com/http://www.polyvision.com/http://smarttech.com/


19/34


popular./ He went on to sa& t"at t"e d#str#%t te%"nolog& goal #s to "ae an #ntera%t#e w"#teboard #n eer&

%lassroom, but !#nd#ng t"e mone& %ould be a problem. e"man d#d not 'now #! "#s d#str#%t would re%e#e

an& new !ederal st#mulus !unds, but sa#d #t was not l#'el& t"at t"e& would be used to bu& #ntera%t#e

w"#teboards. "#s '#nd o! te%"nolog& "elps us tea%" students 21st %entur& s'#lls, and m %on!#dent well

%ont#nue to !und our #mplementat#on and tra#n#ng on t"#s./

"ere are #ntera%t#e w"#teboards t"at meet eer& s%"ool and d#str#%t budget. ea%"ers report t"at

#n%reased student engagement #s t"e number one bene!#t to tea%"#ng w#t" t"#s tool. "e te%"nolog& allows

tea%"ers to #ntegrate mult#ple #n!ormat#on streams #nto a %o"erent lesson #nd##dual#$ed !or t"e#r students.

ntera%t#e w"#te boards pro#de an e-traord#nar& opportun#t& to %reate %lassroom en#ronments w"ere

students w#t" d#!!erent learn#ng st&les %an engage and learn !rom ea%" ot"er. "#s eas&tolearn te%"nolog&

ensures t"at bot" students and tea%"ers are deelop#ng 21st %entur& s'#lls.

*t t"e end o! t"#s a%t##t&, &ou w#ll be %ompetent #n appra#s#ng t"e e!!e%t#eness o! d#spla& boards as

learn#ng resour%es.

Prelim and Midterm Page 1,

pisode 2

E O*4D DS*KS

!ame o# $% student ...................................

&ear'Course ....................... Date/

.....................................

(esource )eac*er /..................................

%ignature/.................................

You" Ta"get

You" Ma$


20/34


D#spla& board or w"at we more %ommonl& re!er to us bullet#n board, #s one o! t"e most read#l& aa#lable and

ersat#le learn#ng resour%es.

oo' around a s%"ool #%' one and ealuate ropose

Bor bullet#n board t"e d#spla& en"an%ements

D#spla&s. Bor t"e d#spla&.

*s &ou loo' around and e-am#ne board d#spla&s, use a%t##t& !orms pro#ded !or &ou to do%ument &our

obserat#ons

4ead t"e !ollow#ng statements %are!ull& be!ore &ou obsered.

Ao around t"e s%"ool and e-am#ne t"e board d#spla&s. How man& board d#spla&s do &ou seeJ

@"ere are t"e d#spla& boards !oundJ *re t"e& #n pla%es w"ere target #ewers %an see t"emJ

@"at are t"e d#spla&s aboutJ @"at #mages and %olors do &ou seeJ *re t"e p#e%es o! #n!ormat#on

are arrangeJ

@"at mater#als were used #n ma'#ng t"e d#spla&sJ *re borders usedJ Do &ou not#%e some errorsJ (M#sspelled, words grammar, #n%ons#sten%#es and t"e l#'eJ

*re t"e messages %lear and eas#l& understoodJ

Kou ma& %"oose to ta'e a p"oto o! t"e d#spla& board (#! allowed)


You" Ta"get

An O&e"'ation Guide 1o" *oa"d Di$la%

O*SERVATION RE-ORT


21/34


"ere are F bullet#n board d#spla&s at CES w"#%" #s lo%ated r#g"t a!ter entered #n t"e A*E. "ere #s a

bullet#n board l#'e M* o! t"e sa#d s%"ool so t"at t"e parents and #s#tors as well as students and tea%"ers

are aware on t"e pla%es #ns#de t"e s%"ool. "en a bullet#n board outs#de t"e l#brar&. "en bullet#n board !or

t"e pro%ess o! enrollment and t"e most attra%ted #s t"e one w"#%" #s lo%ated outs#de t"e *ud#o +#sual 4oom

o! t"e sa#d s%"ool. * E O*4DS *4E %olor!ul e-%ept one w"#%" #s lo%ated outs#de t"e l#brar&.

do not see some errors but some bullet#n boards need to be #mproe. Kes. t #s eas#l& understood be%ause

t"e letters are #n old &pe. ns#de t"e %lassrooms as roamed around t"e %ampus t"ere are lots o! bullet#nboards #ns#de to #n!orm t"e students spe%#!#%all& #n t"e %lassroom o! m& %ooperat#ng tea%"er Mrs. &mpa

Auerrero.


!ame o# %c*ool observed/

......................................................................

0ocation o# t*e %c*ool/

.........................................................................

Date o# isit/


22/34




23/34




24/34


)*is ulletin oard is more updated among ot*ers ut t*e sie is

not enoug* to include some important in#ormation er color#ul

t*at attracts t*e students teac*ers visitors to read suc*

in#ormation



25/34


*OARD DIS-LAYS EVALUATION FORMTopic of t*e board dipla19 oard D#spla& per Sub>e%t and t"e Campus o! CES

&ocation of t*e 0oard Dipla16 S%"ool %ampus and Classroom o! Mrs. Cardano o! agb#lao East

Elementar& S%"ool,agb#lao, ue$on

0OARD D!S$&A5S E"A&UAT!ON #OR'


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stab#l#t& #s per%e#ed

UN!T54epeated s"apes or %olors oruse borders "olds d#spla&toget"er

"ere #s un#t& among t"e elements used #n t"ed#spla&. "ere are no repeated s"apes be%auset"e des#gn does not %all !or #t.

!NTERAT!"!T5"e st&le and approa%" ent#%elearners to be #noled.

dont t"#n' so be%ause t"e poster t"at "adbeen posted was almost a &ear ago. Ma&be #!t"e tea%"er would 6uarterl& repla%e a newposter t"ere would be somet"#ng aga#n t"at t"estudents would be loo'#ng at. *nd t"e %alendar#tsel! #s wa& ba%' 2003 to be "onest..

&EG!0!&!T5etters and #llustrat#ons %anbe seen !rom a good d#stan%e

"e letters are not t"at #s#ble !rom a goodd#stan%e5 t"e #ewer needs to one to two meters!rom t"e d#spla&. *nd t"e& were >ust #n t"e#solated %orners o! t"e %lassroom.

ORRETNESSBree !rom grammar errorsm#sspelled words, amb#gu#t&

"ere are no m#sta'es on grammar be%ausemost o! t"e d#spla&s are read& made postersand ot"ers are mural pa#nt#ng.

DURA0!&!T5@ell%onstru%ted, #tems arese%urel& atta%"ed

t #s well %onstru%ted but not properl& %aredbe%ause some o! #ts parts were deta%"ed andwas not put #n #ts pla%e aga#n.

ANA&5S!S

. Did t*e board dipla1 dei-n reflect t*e li4e( interet of it tar-et audience: 9*1: 9*1not:

*s !or me, #t #s not be%ause t"e board d#spla&s are lo%ated #n t"e #solated %orners o! t"e

%lassroom t"at be!ore &ou %ould %learl& see #t &ou must go near, not well %ared and t"e %olors o! #t

"ae been !aded awa& b& t#me but #n t"e s%"ool %ampus would sa& &es be%ause #t reall& %olor!ul

and b#g.

2. 9a t*e lan-ua-e ued clear and i/ple for t*e tar-et audience to undertand: 9*1: 9*1

not: Kes, t"e language used #s %lear and s#mple #n !a%t t"e #n!ormat#on about t"e sub>e%ts #s wr#tten #n

B#l#p#no and Engl#s".

3. 9*at do 1ou t*in4 a t*e purpoe of t*e board dipla1: 9a it effective: 9*1: 9*1 not:"e purpose o! t"e d#spla& #s t"at to #n!orm t"e students on ot"er #n!ormat#on about t"e#r sub>e%ts

t"at #s er& rare to ta%'le #n t"e %lassroom. ut #t #s not e!!e%t#e due to #ts lo%at#on #n t"e %lassroom

was on t"e %orners, t"e leg#b#l#t& o! #t was not t"at good and t"e %olors are not t"at attra%t#e so t"e

students >ust #gnore w"at "as been d#spla&ed #ns#de t"e %lassroom but #n t"e s%"ool %ampus



27/34


eer&bod& w#ll be #n!orm be%ause #t #s lo%ated #n an open area. #nter#ewed one student t"ere and

"e doesnt reall& 'now t"e %ontents o! t"e board d#spla&.

;. 9*at u--etion can 1ou /a4e:a. Hae a regular update o! t"e #n!ormat#on t"at was posted #n t"e board d#spla&.

b. Hae an #deal lo%at#on o! t"e board d#spla& w"ere#n t"e& %ould "ae an eas& a%%ess onread#ng t"e posted d#spla&s.

%. Hae a resear%" on t"e t"#ngs t"at would be #nterest#ng to t"e students !or t"em to be able to

be #nterested to t"e board d#spla&.

M% -"o$oed *oa"d Di$la%

T*e/e6Mat"emat#%s #n Eer&da& #!e

0oard Title6Ao#ng to S%"ool @#t" Mat"emat#%s

Rationale6"#s board d#spla& #s #ntended to st#mulate appre%#at#on o! mat" %on%epts #n eer&da& s#tuat#on so t"at t"e& w#ll understandt"e#r mat"emat#%s lessons.

Ob>ective6

o tea%" students about "ow to use mat"emat#%s as t"e& trael !rom t"e#r "ome to s%"ool

0et feature of /1 propoed bulletin en*ance/ent6

*n e-ample o! a students route #n go#ng to s%"ool

ontent Reource < Na/e eac* needed reource and -ive eac* brief decription =6

"e d#spla& s"all %onta#n p#%tures dep#%t#ng t"e !ollow#ng %ontent resour%es9

Ti/e t"e durat#on o! trael !rom "ome to s%"ool

Prelim and Midterm Page 2"


28/34


Ditance t"e amount o! spa%e traelled !rom "ome to s%"ool

Speed "e rate o! traell#ng !rom "ome to s%"ool

t w#ll also #n%lude a map s"ow#ng t"e "&pot"et#%al route !rom "ome to s%"ool o! a %erta#n student.

'aterial for aet*etic en*ance/ent6

#%tures, r#ntouts o! %on%ept, spe%#al papers and str#ngs as#de !rom glue and s%#ssors

'1 0oard Dipla1 &a1)out

Prelim and Midterm Page 2+


29/34


REFLECTIONS

. Na/e at leat ? 4ill t*at a teac*er *ould *ave to be able to co/e up it* effective board

dipla1. Elaborate on *1 eac* 4ill i needed.T*e 4ill t*at a teac*er *ould poe in order to co/e up it* an effective board

dipla1 are6

reativit1 &ou must be able to %ome up w#t" un#6ue wa&s to portra& lessons or %on%epts.

Ele-ance &ou must str#e !or balan%e and "armon& so t"at t"e message w#ll be del#ered

properl&. !n-enuit1 &ou must be able to appl& problem sol#ng s'#lls #n %om#ng up w#t" a d#spla&.

Reourcefulne &ou must be able to %ome up w#t" an e!!e%t#e board d#spla& us#ng t"e aa#lable

resour%es at "and.

!nnovativene &ou must be able to #ntrodu%e %ontemporar& top#%s to &our board d#spla&

2. 9*ic* of t*e 4ill do 1ou alread1 *ave: Recall 1our pat e@perience in /a4in- board

dipla1. o do 1ou practice t*ee 4ill:"e s'#lls t"at alread& "ae are %reat##t&, resour%e!ulness and #nnoat#eness. do "ae a l#ttle

e-per#en%e #n ma'#ng board d#spla&, t"e one t"at %ould %learl& remember was m& teen age &ears

t"at am able to pra%t#%e t"ese s'#ll be%ause am a part o! t"e *4S E*M #n our %"ur%" so weret"e one respons#ble #n ma'#ng t"e %"ur%" bullet#n.

3. 9*ic* 4ill do 1ou till need to develop: Reflect on *o 1ou can i/prove on or ac8uire of

t*ee 4ill.

Prelim and Midterm Page 2,


30/34


!eel t"at need to deelop more elegan%e and #ngenu#t& #n %om#ng up w#t" des#gns not

onl& #n ma'#ng board d#spla&. %an #mproe t"ese s'#lls b& %onstant pra%t#%e and b& resear%" on

ar#ous des#gns "elp!ul #n %om#ng up w#t" #nstru%t#onal mater#als.

*t t"e end o! t"#s a%t##t&, &ou w#ll ga#n %ompeten%e #n determ#n#ng t"e appropr#ateness o! tea%"#ng a#ds to

learn#ng tas'.

N

.

To reac* 1our tar-et, follo t*e tep belo

Step . Oberve a cla on it re-ular c*edule.

Step 2. Note don t*e variou teac*in- aid t*at ere utilied in t*e

teac*in- learnin- proce.


pisode 3

SEE *D S*K (t#l#$at#on o! ea%"#ng *#ds)

You" Ta"get

You" Ma$


31/34


Step 3. o//ent in t*e appropriatene of t*e teac*in- aid to t*e

learnin- ta4

Step ;. Reflect on 1our learnin-.

.

4ead t"e !ollow#ng statements %are!ull& be!ore &ou obsere9

1. @"at #s t"e lesson aboutJ2. @"at #sual a#ds8mater#als8learn#ng resour%es #s t"e tea%"er us#ngJ3. Obsere and ta'e notes on "ow t"e tea%"er presents8 uses t"e learn#ng resour%es. Closel& obsere t"e learners response to t"e tea%"ers use o! learn#ng resour%es. #sten to t"e#r

erbal responses. @"at do t"e#r response #nd#%ateJ Do t"e#r responses s"ow attra%t#eness,

eagerness and understand#ngJF. Bo%us on t"e#r nonerbal responses. Do t"e#r a%t#ons s"ow attent#eness, eagerness and

understand#ngJ

)*e 0esson is about Circulator %stem Mrs

Guerrero used c*arts and t*e students 7ill see t*e

parts o# t*e *eart and t*e #unction o# it but onl t*e

basic parts not all parts %*e presented t*e


Cla O&e"'ation Guide

O*SERVATION RE-ORT

Date o# observation/ ......................................................................

%c*ool/ .........................................................................

%ubject/ .................................................................................

)opic /..................................


32/34


lessons 7ell 7it* active participation o# students 8

7as amaed because t*e can understood t*e

topic 7ell as a result most o# t*em got *ig* score

on t*e 9ui because 8 guess o# t*e teac*er 7*ocalled t*e students to go in #ront to pinpoint a

particular parts and t*e #unction o# eac* parts 8t

7as so amaing at t*eir grade level to be *onest

Grade ( 5ear &evel of la Oberved6

Arade

Date of Obervation6*AS 20, 201(1900 3900 .M.)

Sub>ect 'atter6S%#en%e(C#r%ulator& S&stem)

0rief Decription of Teac*in- Approac* Ued b1 t*e Teac*er6

"e tea%"#ng approa%" used b& t"e tea%"er #s t"e #nterd#s%#pl#nar& approa%" t"at w"#le tea%"#ng t"at s"e #ntegratesomet"#ng about "ealt" and "&g#ene. "e met"od used was t"e dedu%t#e met"od, !rom des%r#b#ng t"e w"ols&stem s"e brea's #t down #n to t"e ma#n parts o! t"e %#r%ulator& s&stem.

Teac*in-Aid Stren-t* 9ea4ne

o//ent on t*e Appropriateneof t*e Teac*in- Aid Ued

9ord*art

Clearl& wr#tten

and er&%olor!ul. ot stored properl&

"e word %"art g#es de!#n#t#on to t"e parts and !un%t#on o! t"

%#r%ulator& s&stem. "e tea%"er #s e-pand#ng and e-pla#n#nt"e parts and as'#ng t"e students to memor#$e and re%#te #t.



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'oc4)up

*ppropr#ate#nstru%t#onalmater#al and

#ns#g"t!ul

Small #n s#$e t"att"e students at t"eba%' %annot see #t

%learl&.

"e tea%"er toget"er w#t" t"e word %"art uses t"e mo%'up t"e "eart to po#nt out t"e parts o! t"e "eart and w"ere #t lo%ated. t g#es t"e students t"e real p#%ture o! #t and #t #s ee!!e%t#e be%ause t"e ea%" parts o! t"e "eart #s deta%"able an

#t eases t"e #nstru%t#on.ANA&5S!S

. 9*at do 1ou t*in4 pro/pted t*e teac*er to c*ooe t*e /aterial( learnin- reource t*at *e(*e

ued:

s#ng o! t"at '#nd o! #nstru%t#onal mater#al would be t"e most appropr#ate to t"e lesson. "e deta#led parts"ad been taug"t t"roug" t"e use o! t"e mo%'up and !or de!#n#ng t"e terms used s"e uses t"e word %"art."e two aenues w"ere#n t"e students learn was %atered enoug", #suall& and #n aud#tor&.

2. 9*at difficultie, if an1, did t*e teac*er e@perience: o can t*i be /ana-ed:

t would be t"e "andl#ng o! t"e mo%'up w"#le tea%"#ng be%ause s"e %annot moe !reel& w"#le tea%"#ng. Sopo#nt#ng w"ere t"e parts #s er& "ard. Ma&be t"e tea%"er must "ae %alled a student to "old t"e mo%'upw"#le tea%"#ng or "ae a small table #n t"e !ront to la& down t"e mo%'up.

;.Over)all, ere t*e learnin- reource(/aterial ued effectivel1: 9*1: 9*1 not:

would probabl& sa& &es, be%ause t"e d#s%uss#on was er& "ealt"& and t"e students part#%#pate to t"ere%#tat#on so t"ere was #ntera%t#on between t"e students and t"e tea%"er. *nd at t"e end o! t"e lesson t"estudents were able to po#nt out and re%#te t"e parts and !un%t#on o! t"e %#r%ulator& s&stem. "at #nstru%t#onal

mater#al "elps t"e tea%"er to 'eep t"e #nterest o! t"e students and go along t"e lesson.

RE#&ET!ONS

$ut 1ourelf in t*e place of t*e teac*er. 9*at ould 1ou do i/ilarl1 and *at ould 1ou dodifferentl1 if 1ou ill teac* t*e a/e leon to t*e a/e -roup of tudent: 9*1:



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would use t"e same #nstru%t#onal mater#al to %aug"t and 'eep t"e #nterest o! m& students w"#le amtea%"#ng. 'now t"at #! t"e& are #nterested #n t"e lesson t"e #ntera%t#on would be "ealt"& t"oug" t"e t#met"at would be tea%"#ng #s a t#me !or ot"ers to ta'e a nap and be sleep&. ut would #n%lude us#ng t"e#ntera%t#e w"#teboard to ga#n more part#%#pat#on and #mag#ne #! t"e re%#tat#on would not be >ust merel&utter#ng t"e answer but tou%"#ng #t and d#re%tl& #ntera%t also w#t" t"e #nstru%t#onal mater#al.

DA!&5 T!'E REORD

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